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Community Language Learning

Presentation for EDU5242 Trends in Second Language Teaching. Gives an overview of Counseling-Learning in Second Language Learning (C-L/CLL) as per Charles A. Curran and Paul LaForge. Presents strengths and weaknesses of the approach, and discusses its fea
by

Doreen Rivard

on 8 February 2011

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Transcript of Community Language Learning

What is it about? How does it work? Strengths and Weaknesses Presented by:
Christos Ioannidis
Corey Dawson
Doreen Rivard
Community Language Learning Background and Theory

Καλώς ήρθατε στην ελληνική τάξη Welcome to Greek Class Discussion Can you think of challenges that could arise in this type of classroom setting? Do you think this approach is practicable in a heterogeneous learning environment? Have you ever incorporated L1s in your second language classroom? If so, how was this achieved? Curran, C. A. (1976). Counseling-learning in
second languages. Illinois: Apple River Press. LaForge, P. G. (1979). Reflection in the context of community language
learning. English Language Teaching Journal, 33(4), 247-254. "depersonalized relationship" (p.15)
Fear of humiliation
Learning is a defensive measure
Learners do not self-invest
Learning is soon forgotten Defensive Learning Curran, C. A. (1976). Counseling-learning in
second languages. Illinois: Apple River Press. SARD: Essential for Learning Second Language Learning in the 1970s Audiolingualism Grammar-Translation Total Physical Response Situational Language Teaching The Silent Way Direct Method Teacher-Centered Approaches Community Language Learning Non-directive
Student centered
Learner and Knower Self-Investment Made possible in a non-judgmental relationship

Conscious choices result from investments. security
attention and aggressive learning
retention and reflection
discrimination Stages of Learning learners are dependent on the knower for translation the beginning of learner independence
learners have "ego-identified" with acquired knowledge (p. 4)
suppressed anger leads to withdrawal
the knower is often afraid to offend
learners are responsible for their continued progress learners communicate freely
knowers correct grammatical errors and mispronunciations
as learners grow, knowers become more silent knower provides advanced knowledge only (e.g. idioms)
learners may now serve as knowers in stages 1, 2 and 3 Strengths of CLL focuses on the individual learner
centers on the idea of investment
introduces the learning contract
recognizes the contribution of L1
encourages authentic communication
promotes a supportive and empathetic relationship in the learning circle
provides a less stressful learning environment compared to the teaching methods of that time
encourages participation through risk taking, especially during the first two stages
fosters a link between language and culture Limitations of CLL not easily adaptable to the time-constraints of traditional educational institutions
not ideal for heterogeneous classrooms
very costly due to class size (6 to 12 students)
lacks formal assessment opportunities
no syllabus with concrete objectives
assumes all learners have similar "needs, drives and motivations" (p. 368)
teachers are neither professional translators nor professional counselors
results stem predominantly from experimental studies, not from actual classrooms Brown, H. D. (1977). Some limitations of c-l/cll models of second language teaching. TESOL Quarterly 11(4), 365-372. Community Language Learning not inclusive of children with special needs (e.g. ADD, aspergers)
not all students have equal communicative aptitude, even in their L1
not suitable for different learning styles e.g. kinaesthetic and visual
not representative of our multimodal world Additional Constraints “My aim is to appeal to English teachers not to change their teaching methodology, but to introduce a CLL reflection period into their classes. Perhaps they too will find an improved effect in their teaching activities by simply sharing the reactions of their students” (p. 253-254). Based on your teaching experience, do you believe that it could be feasible to include a CLL reflective period at the end of your second language lessons? CLL Curran, C. A. (1976). Counseling-learning in
second languages. Illinois: Apple River Press. Stages 1 and 2: Dependence Stage 3: The Stand-Off Stage 4: Semi-Independence Stage 5: From Learner to Knower LaForge, P. G. (1979). Reflection in the context of community language
learning. English Language Teaching Journal, 33(4), 247-254. CLL integrates reflective time periods This fosters:
independence
a sense of responsibility
immediate feedback
whole-person learning
group self-regulation "The conditions of the contract serve to avoid permissiveness and to bring discipline to the reflection period" (p. 249). Lotherington, H., Holland, M., Sotoudeh, S., & Zentena, M. (2008). Project-based community language learning: Three narratives of multilingual story-telling in early childhood education. Canadian Modern Language Review, 65(1), 125-145. Multiliteracies Approach CLL Approach Designed for children
Inclusive of multiple languages
Implemented across the curriculum
Holistic approach
Encourages reflection Centers on adults
Assumes common L1
Focus on acquisition of target language
Holistic approach
Encourages reflection Contrast and Comparison A Final Thought
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